SEN Maths Tutor – Year 10 – Chatham

Location: Chatham, Medway (ME5)
Hours: 3–4 hours per week
Schedule: Day and time TBC – flexible
Start Date: ASAP
Delivery: Face-to-face, 1:1 home tuition
Subject: Maths – Functional Maths / KS3–KS4 depending on baseline
Needs: Autism, severe Dyslexia, inattentive ADHD and sensory processing needs
Tutor: No gender preference

About the Role

Study Mind is seeking a patient and experienced SEN Maths Tutor to provide 1:1 tuition for a Year 10 student with an EHCP and diagnoses of Autism, severe Dyslexia and ADHD with a predominantly inattentive presentation.

The student has been electively home educated since Year 5 and has therefore spent several years outside a traditional classroom environment. Maths is one of her interests, providing an excellent foundation for rebuilding engagement with structured learning.

There is currently no recent formal academic baseline. The successful tutor will gradually establish her current level before developing an appropriate Functional Maths or KS3/KS4 pathway.

Maths Focus

Tuition will be personalised around the student's starting point and may include:

• Core numeracy and number skills
• Functional and real-world Maths, including money and budgeting
• Measurement, shape and practical numeracy
• Problem-solving and mathematical reasoning
• Working-memory and retention strategies
• Gradually developing independent working
• Identifying an appropriate longer-term Maths pathway

The tutor should be comfortable adapting the level of learning once a clearer baseline has been established.

Learning Needs

The student experiences difficulties with attention, auditory processing, phonological memory, working memory and retaining verbal information.

She benefits from visual examples, written prompts, worked examples and tasks broken into small stages. Instructions should be clear and concise, with additional processing time and regular opportunities for repetition.

The family has particularly highlighted the importance of patience. The tutor should check that the student has genuinely understood a concept and be willing to repeat, rephrase or demonstrate information in a different way when required.

Dyslexia & Accessible Learning

Severe Dyslexia can create additional barriers when accessing Maths, particularly where questions contain significant written information.

The tutor should therefore be comfortable with:

• Using diagrams, visual representations and worked examples
• Reading or simplifying written Maths questions where appropriate
• Reducing unnecessary handwriting and written demands
• Using verbal responses, typing or scribing where appropriate
• Separating literacy difficulties from the mathematical skill being assessed

Fine-motor difficulties can also make extended handwriting challenging. The emphasis should be on allowing the student to demonstrate mathematical understanding rather than requiring large amounts of written work.

Rebuilding Engagement

Having spent approximately five years outside traditional structured education, the student will require a sensitive and gradual approach to adult-led learning.

Early sessions should prioritise rapport, achievable successes and confidence. Expectations can then gradually increase as the student becomes more comfortable with the tutor and session structure.

If she becomes restless, withdrawn or begins to shut down, the tutor should be comfortable reducing demands, providing a sensory or movement break and returning to learning when appropriate.

Sensory & Attention Needs

The student has sensory processing needs alongside inattentive ADHD. Sessions should be calm, predictable and broken into manageable periods of focused learning.

A successful structure may involve a settled opening, short Maths activity, movement or sensory break, further learning and a clear closing activity.

Visual structure and an agreed method for requesting breaks may also help the student develop greater independence and awareness of her own learning needs.

Interests & Strengths

The student has known interests in Maths, Science and piano. The tutor will be encouraged to explore her wider interests and use these to make learning practical and relevant.

Her existing interest in Maths provides a particularly positive opportunity to rebuild confidence and demonstrate that structured education can be enjoyable and achievable.

Ideal Tutor

We are looking for someone who:

• Can confidently teach Functional Maths and KS3/KS4 Maths
• Has experience supporting Autism, Dyslexia and/or ADHD
• Understands how severe Dyslexia can affect mathematical learning
• Can use visual, practical and multi-sensory teaching approaches
• Is patient and willing to explain concepts in different ways
• Understands sensory, attention and working-memory difficulties
• Can build rapport with a young person returning to structured education

Experience supporting students transitioning from long-term elective home education towards specialist or Post-16 provision would be beneficial.

What Success Looks Like

Initially, success will mean developing a positive relationship, establishing the student's Maths baseline without unnecessary pressure and increasing confidence with adult-led learning.

Longer term, tuition should develop functional numeracy, mathematical understanding, independence and preparation for Post-16 education and adulthood.

Hours & Location

The placement is for 3–4 hours of Maths tuition per week, with the day and time flexible and to be agreed with the family.

Tuition will be delivered face-to-face at the family home in Chatham, Medway (ME5), with an ASAP start.

The home has pets and a smoker, so applicants will need to be comfortable working within this environment. Smoking will not take place in front of the tutor during sessions.

This is an excellent opportunity for a patient and creative SEN Maths Tutor to work with a student who already has an interest in Maths but requires the right approach to access her potential. The priority is understanding, confidence and sustainable re-engagement rather than rushing through content.